CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Motivation is significant to arouse pupils’ interest towards learning process in every teaching-learning situation. Motivation is the internal feeling that arises from the desires and needs of an individual. It is the continuous process of needs and satisfaction that stimulate an individual to perform. It is the process to inspire and individual an individual to utilize his / her best capabilities for the achievements of particular goals.
Motivation can be classified into intrinsic motivation and extrinsic motivation, intrinsic motivation is the pleasure and interest in activities that exist within an individual rather than outside pressure. It is the foundation of having enjoyment in performing the activity without and external in centimes. Whereas, individuals who are extrinsically motivated need rewards and the punishments to engaged in any activity. For pupils, the reward can be in the form of praise, grade, and marks in the examination.
Motivational variables are those that make a teacher and a learner to desire to pursue learning with vigor such as praise, reward, punishment, reinforcement and marks in an examination. This, therefore, implies that, if the pupils are two make a better academic achievement, they need to be motivated. There is nothing more discouraging to a teacher more to spend hours preparing a lesson to show concern about how pupils are going in the acquisition of knowledge. This prompted a teacher to use both positive and negative motivational variables because it plays a significant role in achieving pupils academic performance.
In schools setting, the teacher often uses positive and negative reinforces for motivation. The positive reinforces includes praise, group activities, grade, reward/incentive, and marks etc, whereas negative reinforces is another way to strengthen pupils behavior through reinforces through an escape from unpleasant from occurring (saving, 2008) such as punishment.
Obviously, there is no shortcut or any royal road to process but there are ways and means to exert efforts needed to learn required knowledge privately motivated, they will perform excellently better in their academic achievement.
The present study is designed to investigate the impact of various motivational variables on the academic performance of pupils in Mathematics in Nsit Ibom Local Government Area of Akwa Ibom State.
1.2 Statement of the Problem
Many pupils do not learn effectively and so perform poorly in school test and examinations, not because of their low intellectual ability or inadequacies but lack interest and zeal to pursue the learning task.
According to Akinboye (2008). teachers attend classes regularly, show high level of punctuality and avoid absenteeism, disengaged in any other side attraction like farm activities, trading and other form of business and respond to the professional duties, but still the performance of pupils in school are still nothing to ride home about and it raises a question in the mind of both parents and teachers as to what is the major problem of this backwardness in pupils academic performance. Pupils submit and emit the image of one who improves knowledge and the physical condition of the classroom through his / her orderliness, discipline, encouragement and control of the classroom. The teacher who is the one that translates educational philosophy and objective into knowledge and skill and transfers them to pupils in the classroom use the proper motivational variable, pupils will achieve maximally in their academics.
Effective teaching should obviously lead to a change in the pupil’s behavior. The belief that poor learning by pupils in particular and the falling standard of education in general, and the associated problems are attributable to a lack of properly used of motivational variables in the classroom. In order to avert this situation or debunk the notion, the teacher must be prudent and effective in the management of his lesson by praising, rewarding and reinforcing performance appropriately.
Over the years, it has been observed that most teachers show lack of concern about motivational variables that may make or mark performances among pupils in schools. The result is widespread examination failure, stubbornness absenteeism and poor attitude to by the pupils in the school system. Inability to utilize the various motivational variables related to the learning behavior of the pupils in any given subject. The question that bothered this study was; to what extent does motivational variables influence pupils’ academic performance of pupils in the pre-primary school in Nsit Ibom Local Government Area.
1.3 Purpose of the Study
The general purpose of this study was to examine the influence of motivational variables on the academic performance of pupils in Mathematics in pre-primary school in Nsit Ibom Local Government Area.
Specifically, the study sought to:
i. Determine the influence of praise on the academic performance of pupils in Mathematics
ii. Assess the influence of punishment on the academic performance of pupils in Mathematics
iii. Examine the influence of reward on the academic performance of pupils in Mathematics
1.4 Significance of the Study
The study will provide useful insight into the justifiable inclusion of motivation in teaching and learning process. It will also serve as an avenue to enlighten the teachers about the necessity of motivation in the learning process with regard to mathematics.
The study will, therefore, serve to provide relevant input for policymakers on the issue of law regulate motivation among pre-primary school pupils.
1.5 Research Questions
The following research questions were formulated to guide the study.
i. What is the influence of praise on the academic performance of the pre-primary school in Mathematics?
ii. What is the influence of punishment on the academic performance of pupils in Mathematics?
iii. What is the influence of reward on the academic performance of pupils in Mathematics?
1.6 Research Hypotheses
The following research hypotheses were postulated to guide the study:
i. There is no significant influence of praise on the academic performance of pupils in Mathematics
ii. There is no significant influence of punishment on the academic performance of pupils in Mathematics.
iii. There is no significant influence of reward on the academic performance of pupils in Mathematics.
1.7 Limitation of the Study
The researcher encountered some difficulties in obtaining information for the study such as time – frame and shortage of finance. The research was also limited due to the inability of the researcher to cover all the pupils’ pre-primary schools in Nsit Ibom Local Government Area of Akwa Ibom State as the topic suggest.
1.8 Delimitation of the Study
This research work focuses on the influence of a motivational variable on the academic performance of pupils in mathematics in pre-primary schools in Nsit Ibom Local Government Area of Akwa Ibom State. This research work covers only pupils’ pre-primary schools in Nsit Ibom Local Government Area. However, ten pupils pre-primary school were selected for the study.
1.9 Definition of Terms
Motivation: This refers to the provision of improved conditions and incentives so that teacher and pupils will be propelled to perform to the best of their abilities and expectation.
Motivational Variables: These are things that make a teacher and a learner to desire to pursue learning with vigors such as praise reward and punishment.
Academic Performance: Is a knowledge attained or skills developed in school subjects by test scores or examination.
Pupils: This term is principally used to the described individual or people who undergo studies in primary or nursery schools.
Mathematics: Is a science of numbers and shapes.
Pre- Primary: Is an education given in an educational institution to children prior to their entering the primary school.
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